As primeiras plantações brasileiras de organismos geneticamente modificados (OGM) aconteceram no Rio Grande do Sul, em 1997. As sementes plantadas correspondem à soja Roundup Ready, usualmente chamada de soja transgênica, cujos direitos de propriedade pertencem a Monsanto. Em 1998 instalou-se a controvérsia, pois foi divulgado na imprensa que existiam extensas plantações no norte do estado, a partir de sementes contrabandeadas da Argentina. A controvérsia mobilizou atores governamentais, associações de agricultores, empresas, pequenos e grandes produtores, universidades e centros de pesquisa. Logo, este estudo tem por objetivo compreender o processo inovativo da soja transgênica no Rio Grande do Sul a partir da rede de atores no período de 1998 a 2003, ano da divulgação da MP 131 que permitiu a comercialização da safra transgênica. Para isto, foi adotada a perspectiva da Actor Network Theory, que considera humanos e não-humanos como atores no processo de criação de novas tecnologias. A esta perspectiva soma-se uma formulação mais explícita de poder, a fim de compreender como se dá o processo inovativo em países periféricos, a partir de uma discussão sobre hegemonia e sobre o papel das grandes empresas multinacionais. A análise de dados foi feita através da análise crítica de discurso, sendo identificadas três cadeias de tradução construídas pela rede de atores que se entrecruzam e constroem a soja transgênica: 1) a cadeia que utiliza o discurso do OGM como fonte de ganhos econômicos aliados à preservação ambiental e ao fim da fome no mundo, 2) a cadeia que liga a soja transgênica à hegemonia do capital internacional e 3) a cadeia que associa os transgênicos às incertezas ambientais e de saúde. Por fim, o processo inovativo da soja transgênica é um processo político, sendo que a própria soja transgênica pode ser compreendida como um objeto político. / The first Brazilian plantations of genetic modified organisms (GMOs) took place at the State of Rio Grande do Sul in 1997. The seeds then cultivated were those of the so called Roundup Ready Soya, usually known as transgenic Soya and which property rights belong to Monsanto. In 1998, a controversial debate began when the press spread the information that Roundup Ready Soya seeds were being smuggled from Argentina and cultivated at north of the State. The controversies mobilized governmental actors, agriculture associations, enterprises, small and big producers, universities and research centers. Within this context, this work seeks to understand the innovative process of transgenic Soya at Rio Grande do Sul looking at its actors network between 1998 and 2003, this last being the year of the provisory federal law 131, which has legalized the transgenic Soya at Brazil. To achieve this purpose, the Actor Network Theory perspective was adopted because it sees human and not human beings as actors in the process of new technologies creation. To this perspective a more explicit formulation of power is added in order to understand how the innovative process in peripheral countries takes place based on a discussion about hegemony and the role of big multinational companies. Data analysis was done following the critical analysis of discourse. Three chains of translation built by the actors' network were identified as intertwining and generating the transgenic Soya: (1st) the chain that uses the GMO discourse as a source of economic profit combined with environmental preservation and the end of world hunger; (2nd) the chain that attaches Soya to international capital hegemony; and (3rd) the chain that associates transgenic organisms to environmental and health uncertainties. To resume, it is said that the innovative process of transgenic Soya is a political process, being the transgenic Soya in itself possibly seen as a politic object.

This study explores how the center ’Visualisering C’ in Norrköping municipality ties into an actor-network that includes Linköping University, Norrköping municipality and Region Östergötland. The purpose was to discern how the master signifier was ‘development’ was constructed and connected within the discursive field with differencing actors with the Visualisering C as a focal point for the actors. The method I used was discourse theory that explores the discursive field with the help of discursive concepts such as nodal point, master signifiers, floating signifiers among others. The study used public documents found on websites and archives. The results showed that the Visualisering C acted as pre-packaged solution for the issues that the other actors were faced with. Meanwhile, it came to be through the joining of discursive focuses of the individual actors.

L'objectif de ce travail doctoral est de caractériser ce que recouvre la notion de GRH territoriale, puis de comprendre comment celle-ci se construit. La recherche s'appuie sur les concepts issus des travaux sur l'instrumentation de gestion (Hatchuel et Weil, 1992 ; Oiry, 2003) ainsi que sur la théorie de l'acteur-réseau (Akrich et al. 1988, 2006 ; Callon, 1986). Une étude de cas multi-sites et longitudinale a été réalisée entre 2008 et 2010 auprès de deux projets de GRH territoriale en France. Les résultats de la recherche montrent que ces dispositifs ont été transformés au fil des négociations réalisées dans le temps entre les acteurs. Les résultats illustrent en outre des modalités de problématisation, d'intéressement, d'enrôlement et de mobilisation des alliés dissemblables, mettant en exergue une traduction partielle dans le cas 1, et une traduction aboutie, au moins temporairement dans le cas 2. / This PhD-work aims at characterizing the regional HRM notion, then at understanding how it can be successfully built. This research relies on a theoretical framework built from the management tool and device literature (Hatchuel and Weil, 1992; Oiry, 2003) and from the “actor-network theory” (Akrich et al., 1988, 2006; Callon, 1986; Latour, 1992 This research relies on a multisite and longitudinal case-study realized between 2008 and 2010 and based on two distinct regional projects in France. Our analyses show that these regional HRM devices have been transformed over time. Our results further show that these devices were built differently in terms of “problematisation”, “interessement”, “enrollment” and “mobilization of allies”. In the first case, the translation process remains partial, while the second project produced a more complete translation process.

I denna uppsats undersöks hur järnvägen har musealiserats utifrån tre svenska museijärnvägar; Föreningen Gotandstågets Gotlands Hesselby Jernväg, Tjustbygdens Järnvägsförenings Hultsfred Västerviks Järnväg samt Skånska Järnvägars bana Brösarp-Sankt Olof. Musealiseringsprocessen och den nuvarande verksamheten undersöks och analyseras med fokus på hur identitet och autenticitet/ auktoritet hanteras och värderas. Actor Network Theory och Assemblageteori används som metodologiska verktyg för att studera de komponenter, aktanter, som nätverket museijärnväg består av. Identitet är viktigt för museiföreningarna på olika sätt. Det är dels lokal/regional identitet som föreningarnas verksamhet och museala anknytning ansluter sig till, vilket poängteras på en rad olika sätt, till exempel genom märkning på fordon eller med användandet av speciella emblem. Autenticitet är ett viktigt värde för museijärnvägarna men det behandlas på olika sätt. I de fall museijärnvägen är byggnadsminnesförklarad tolkas miljön som autentisk av en auktoritet på området. Själva museikonceptet skapades av museiföreningarna själva och därigenom kunde och kan de också själva sätta agendan för vad som är autentiskt. Tidvis samstämmer det med övriga auktoriteters bild, ibland inte till exempel vad det gäller tidsepoksbedömning. Det kan också uppstå värdekonflikter i vad föreningarna vill visa som när den kommersiella eller accessoriska verksamheten i form av souvenirförsäljning och kaféverksamhet marknadsförs på samma yta som den historiska miljön. I flera av dessa fall försöker föreningarna att anpassa att förändringarna till den befintliga miljön genom att de utförs i historiserande stil. På så sätt kan de i bästa fall uppfattas som något autentiskt.

A recent phenomenon within the library sector is that of User Experience (UX). Library and information practitioners are increasingly leaning towards letting their users help guide and organise library services by using UX methods to both evaluate existing services and to create new ones. Despite that an increased number of academic librarians are focusing on researching their Library UX, few studies have been done on this phenomenon, and none have focused on a Swedish context. In this thesis, the emerging phenomenon of Library UX is investigated by performing a qualitative case study at two academic libraries in Sweden. The posed research questions focus on four areas: what impacts the implementations of UX methods have on an academic library, how UX methods are learnt, if this new emphasis on Library UX will affect the user-librarian relationship and if something can be said about the future of Library UX. The main theory used is Actor-Network Theory (ANT), which together with the use of the Foucauldian perspective on knowledge/power has been employed to analyse the collected empirical data to further the understanding of the phenomenon. The findings are divided into two parts. Firstly, the case study depicting the results of the collected empirical data. Secondly, the ANT-analysis of the Library UX network is presented, which is based on the data collected in the case study. The main conclusions that can be drawn from this study are how UX methods are perceived by the informants as leading to improved library services. There is also a clear consensus among the informants on how the new perspective of the user presented within the Library UX framework will deepen the user centred focus even further at the libraries. Furthermore, the ANT-analysis shows how the phenomenon has primarily emerged through advocacy and how advocates have a central role in how knowledge about Library UX and UX methods are spread within the library world. / Ett nytt fenomen inom bibliotekssektorn är User Experience (UX). Bibliotekarier låter i allt högre grad sina användare vägleda dem i hur bibliotekets tjänster ska se ut, genom att använda UX metoder för att både utvärdera och skapa nya tjänster tillhandahållna av biblioteken. Trots att det är en ökning i antalet universitetsbibliotek som nu fokuserar på att undersöka sin Biblioteks-UX har få studier gjorts på ämnet, och ingen ur ett svenskt perspektiv. I den här uppsatsen har fenomenet Biblioteks-UX undersökts genom en kvalitativ fallstudie på två universitetsbibliotek i Sverige. Forskningsfrågorna som ställts i uppsatsen fokuserar på fyra områden: Biblioteks-UX påverkan på universitetsbiblioteken i stort, hur UX metoderna lärs ut, om detta nya fokus kommer påverka användar-bibliotekarierelationen och om något kan utrönas om Biblioteks-UX:s framtid. Den primära teorin som används är Aktör-Nätverksteori (ANT), vilken tillsammans med Foucaults perspektiv på kunskap/makt har använts för att analysera det insamlande empiriska materialet för att få en djupare förståelse av fenomenet. Undersökningen är uppdelad i två avsnitt. I den första delen presenteras fallstudien och i den andra delen presenteras ANT-analysen gjord på Biblioteks-UX nätverket. Uppsatsens huvudsakliga slutsatser är för det första att informanterna uppfattar att UX-metoderna leder till förbättrade bibliotekstjänster. För det andra visar studien att det finns en konsensus bland informanterna om att det nya användarperspektivet som föreslås inom Biblioteks-UX kommer leda till ett djupare användarfokus på biblioteken. ANT-analysen visar vidare att fenomenet framförallt sprids genom förespråkare och hur dessa förespråkare har en central roll i hur kunskapen om Biblioteks-UX och UX-metoder sprids inom biblioteksvärlden.

Made available in DSpace on 2016-12-08T16:35:07Z (GMT). No. of bitstreams: 1 123545.pdf: 2511659 bytes, checksum: cfc2eb7606567795929d5757b457fe19 (MD5) Previous issue date: 2015-08-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Astronomy is a field of science in constant association with the arts, poetry, literature and education. It arouses curiosity and enchantment and is responsible for many scientific and technological advances. The school is also immersed in this sphere of knowledge, through curricula, textbooks and / or teaching initiative. In this bias, this qualitative research aims to identify the pedagogical situations where the Planetarium is characterized as a mediator or as an intermediary in the teaching and learning of astronomy, in the perspective of teachers in the early years of elementary school. For this, we use the methodological and theoretical perspective of Actor-Network Theory (ANT) by Bruno Latour. Initially we conducted a theoretical review of the main concepts of ANT and analysis of official documents of education that regulate the astronomy education in Brazil. And next, we analyzed 97 questionnaires filled by teachers who visited the Planetarium of the Universidade Federal de Santa Catarina - UFSC, with students in 2014. And as a last empirical step, five teachers were selected for in-depth interviews. The results indicated that for teachers using the Planetarium in addition to the teaching of astronomy or even field trip, this space makes up a mediator of the process of teaching and learning, both for students and for teachers themselves. And in these situations, the teacher assumes the role of intermediary of the actions effected by the students. / A astronomia é um campo da ciência em constante associação com as artes, a poesia, a literatura e a educação. Desperta curiosidade e encantamento e é responsável por muitos avanços científicos e tecnológicos. A escola também está imersa nesta esfera de conhecimento, por meio dos currículos, livros didáticos e/ou iniciativa docente. Neste viés, esta pesquisa de natureza qualitativa tem o objetivo de identificar as situações pedagógicas em que o Planetário se caracteriza como mediador ou como intermediário nos processos de ensinar e de aprender astronomia de professores dos anos iniciais do ensino fundamental. Para isso, utilizamos a perspectiva teórica e metodológica da Teoria Ator-Rede (TAR) de Bruno Latour. Inicialmente realizamos uma revisão teórica sobre os principais conceitos da TAR e análise dos documentos oficiais da educação que normatizam o ensino de astronomia no Brasil. A seguir, foram analisados 97 questionários respondidos por professores que visitaram o Planetário da Universidade Federal de Santa Catarina UFSC, com estudantes, em 2014. E como última etapa empírica, foram selecionados cinco professores para a realização de entrevistas em profundidade. Os resultados indicaram que para os professores que utilizam o Planetário como complemento para o ensino de astronomia ou mesmo para saída de campo, este espaço se constitui em mediador do processo de ensinar e de aprender, tanto para os estudantes quanto para os próprios professores. E, nestas situações, o professor assume o papel de intermediário das ações efetivadas pelos estudantes.

Dissertation submitted in partial fulfilment of the requirements for the degree Master of Technology: Business Information Systems in the Faculty of Business and Management Sciences at the Cape Peninsula University of Technology / The aim of this study was to understand the factors that affect knowledge sharing among higher education academics. The main research objective was to identify factors to contribute to a framework to guide the implementation of knowledge sharing strategies for the higher education context. To achieve this objective, four research questions were explored in order to reveal factors affecting the formation, growth, stability and institutionalisation of knowledge sharing in a network of aligned interest. Knowledge sharing is not institutionalised in higher education in South Africa and therefore knowledge in higher education is not always captured nor systematically organised. This leads to a lack of retention of valuable institutional know-how, inefficient work processes and reinventing the wheel. The actor-network theory (ANT) underpinned the research to tease out factors influencing knowledge sharing. This was a qualitative study, employing an interpretive case study methodology. Interviews were conducted with eighteen academic staff members from a University of Technology (UoT) in South Africa. The population comprised all academic staff members from the selected UoT who are actively participating in teaching and learning activities. The population was limited to academics appointed at a level of junior lecturer, lecturer and senior lecturer and excluded Associate Professors and Professors. Semistructured interviews enabled the factors to be explored inductively. Social, process and technology factors continue to pervade knowledge sharing in the higher education context. Process factors receive significant focus before human and technology factors. The organisational culture and management support emerged as the most important human factors. The culture of the institution has determined its entrenched behaviour. Management are tasked to embody the leadership skills that are required for the gradual assimilation of the principles of knowledge sharing in the institution. Practical recommendations are made in light of these factors, and the general framework, for implementation by managers on an institutional, faculty and departmental level.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente pesquisa foi produzida num Jardim de Infância Waldorf no Rio de Janeiro e se propôs a um exercício de tradução, com o uso do dispositivo TeAR, que aliava o trabalho etnográfico no cotidiano escolar, aos elementos da tecelagem como artesania e ao modo de pesquisar da Teoria Ator-Rede (TAR). Entre as questões que emergiram ao longo do processo, podemos destacar: a com-vivência como prática educativa no encontro com a diferença, que vinculou-se ao método de PesquisarCOM da TAR, proposto pela psicóloga Marcia Moraes; uma maneira de aprender com os mal-entendidos, refazendo nossa maneira de interpelar o outro quando este recalcitra; incluindo humanos e não-humanos, sem domínios ou separações hierarquizantes; conhecendo com e não sobre o outro. Por outro lado, ao entendermos o conhecimento como processo de criação de si e do mundo, a produção de conhecimento na com-vivência fez emergir, como efeito das práticas de limite e recalcitrância, a diferenciação e singularização dos agentes, possibilitando a criação de novos limites e invenções. Assim, na afetação da experiência, chegamos à negociação dos interesses singulares e coletivos, na qual planos comuns e heterogêneos foram-se tecendo, de modo que as múltiplas possibilidades de vínculos aumentavam a potência de agir. Pensar com Latour que quando estamos mais vinculados, somos mais livres nos convida a experimentar novas formas de viver coletivamente, inventando a si de maneira vinculada e ao mesmo tempo proliferando modos de existir. Durante essa pesquisa, fiamos com as práticas do campo e tecemos versões de Educação Infantil na Pedagogia Waldorf cujos vínculos estão em movimento, constituindo uma ética na com-vivência / This research was made in a Waldorf kindergarten in Rio de Janeiro and had the intension of being a translation practice with the use of TeAR device that combined the ethnographic work in everyday school life, with the elements of weaving as craftsmanship and with the researching ways of the Actor Network Theory (ANT). Among the issues that emerged throughout the process, we can highlight: The " living together with-experience" as an educational practice in the encounter with the difference, linked to the ResearchWITH method of ANT proposed by psychologist Marcia Moraes; a way to learn from misunderstandings, remaking the way we challenged each other when this recalcitrate; including human and non-human, without domination or hierarchies separations; getting to know with the other instead of about the other. On the other hand, when we understand knowledge as a process of creation of one self and of the world, the production of knowledge in the living together with-experience" emerged, as an effect of the limit and recalcitrance practices, differentiation and singling of the agents, enabling the creation of new limits and inventions. Thus, in the allocation of experience, we come to the negotiation of individual and collective interests, in which common and heterogeneous plans were up weaving, so that the multiple possibilities of bonds increased the potency of acting. Thinking with Latour that the more linked we are the freer we are and that invites us to experience new ways of living together, inventing one self in a bound way while at the same time proliferating existing modes. During this research, we spin the field practices and we weaved versions of Early Childhood Education in Waldorf whose links are on the move composing an ethics within the living together with-experience

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta pesquisa teve a pretensão de discutir e propor pistas para uma nova abordagem metodológica, direcionada aos profissionais que trabalham com o tema do abuso sexual intrafamiliar e em relações próximas, por meio de uma torção dos Processos Circulares sob a inspiração da Teoria Ator-rede, no sentido de ampliação e renovação dos modos de intervenção do Sistema de Garantia dos Direitos da Criança e do Adolescente. Apesar da relevância do tema, percebeu-se que o abuso sexual de crianças e adolescentes ainda é tabu em nossa sociedade, tratado de forma privada e sem diálogo intersetorial, mesmo dentro das estruturas institucionais. A delicadeza do tema deve-se à conjunção dos temas sexo, criança, família e violência. É uma temática que clama por novos e complementares aportes teóricos e metodológicos, após a constatação que nem o sistema penal, nem o de garantia de direitos têm respostas que se pautem na atenção, no cuidado e em uma escuta da criança que propicie que ela trabalhe seus sofrimentos, dúvidas e sentimentos variados como sujeito de direitos. O tema busca trazer novas possibilidades para o trabalho com os profissionais, operadores do direito ou atores do Sistema de Garantia dos Direitos da Criança e Adolescente, criando espaço reflexivo para que possam ser redesenhadas e as questões afetas clareadas. A metodologia de trabalho proposta foi executada com um grupo de profissionais da área, apontando para a possibilidade de seu exercício com famílias envolvidas com situações de abuso sexual / This research had the intention of discussing and finding clues for a new methodological approach intended for the professionals working on intrafamilial sexual abuse, as well as sexual abuse by people close to the family, through the articulation of Circle Processes and the Actor-Network Theory, as a possibility for the expansion and renovation of the intervention ways for Childrens and Adolescents Rights Guarantee System. In spite of the theme being relevant, we have noticed that children and adolescents sexual abuse is still a taboo in our society, and is treated in a private way without inter-sectors dialogue, even within institutional structures. The delicateness of the subject is due to the combination of the themes: sex, child family and violence. It is a topic that claims for new and complementary theoretical and methodological contributions after the determination that neither the penal system nor the rights guaranteeing system have answers based on attention, care and profound listening of the children so as they can acknowledge and work through their suffering, doubts and varied feelings as subject of rights

O psiquiatra suíço Carl Gustav Jung (1875-1961) é um dos principais nomes da psicologia e da psicoterapia do século XX. Algumas de suas maiores contribuições teórico-metodológicas são as idéias de realidade psíquica, complexo, arquétipo (inconsciente coletivo), processo de individuação, método dialético, método construtivo e imaginação ativa. A psicologia analítica de Jung, ao longo de sua formação, foi influenciada por diversas disciplinas, dentre elas a etnologia (ciências sociais). Este trabalho buscou dar continuidade a este processo de construção epistêmica, mediante exame das concepções de Jung por intermédio da teoria do ator-rede (TAR), uma importante corrente da sociologia contemporânea. Pretendeu-se também saber se a psicologia analítica se mantém atual ou se já é uma teoria e prática clínica anacrônicas. O principal autor relacionado à TAR a quem se recorreu neste trabalho foi o sociólogo francês Bruno Latour. De sua perspectiva, o acordo moderno, disjuntor de Natureza e Cultura, é insuficiente para explicar a complicação inerente às entidades que compõem a realidade. Para escapar das armadilhas conceptuais da modernidade, Latour opera com constructos tais como coletivo (social), ator-rede, proposição, vínculo e plasma. Além do pensamento de Latour, este trabalho valeu-se das idéias sociológicas de Gabriel Tarde e da influenciologia etnopsicanalítica de Tobie Nathan, aproveitando-se da afinidade teórica que compartilham com Latour. Nathan, por desenvolver uma prática em psicoterapia, permitiu propor à psicologia clínica de Jung determinadas questões que o enfoque mais estritamente sociológico de Latour não possibilitava. Uma vez expostas as concepções de Latour, Tarde e Nathan, apresentaram-se os elementos da psicologia analítica com os quais se esperava que elas fossem compatíveis. Concluiu-se que, apesar das diferenças, muitas aproximações são plausíveis entre psicologia analítica e TAR. Constatou-se que a concepção de Jung de um psiquismo multifacetado, em devir, cujos componentes se relacionam de diferentes maneiras, é comparável à noção de ator-rede trabalhada por Latour e à monadologia de Tarde. Verificou-se também que a abordagem pragmática e construtiva identificada na psicoterapia junguiana é em muitos aspectos análoga à prática da etnopsicanálise. Assim, foi possível afirmar que a TAR e a psicologia analítica podem formar aliança. / The Swiss psychiatrist Carl Gustav Jung is one of the leading names of the psychology and psychotherapy of the twentieth century. Some of his major theoretical-methodological contributions are the ideas of the psychic reality, complex, archetype (collective unconscious), individuation process, dialectical method, constructive method and active imagination. Jungs Analytical Psychology, during its formation, was influenced by many disciplines, one of them the ethnology (social sciences). The present work has intended to follow on that process of epistemic construction, by analyzing Jungs conceptions with the Actor-Network Theory (ANT), an important trend of contemporary sociology. This author also wanted to know whether Analytical Psychology is an up-to-date subject or anachronistic theory and clinical practice. The main author connected to the ANT dealt with in the present work is the French sociologist Bruno Latour. From his perspective, the modern settlement, that keeps Nature and Culture apart, is insufficient to clear the complication embedded in the entities that form reality. In order to escape from the conceptual traps of Modernity, Latour operates with constructs such as the collective (social), actor-network, proposition, attachment and plasm. The present work is based on Latours thoughts and, in addition, on Gabriel Tardes sociological ideas and on Tobie Nathans ethnopsychoanalystic influenciology, they all being theoretically alike. Nathan, by developing a practice in psychotherapy, permits us to raise to Jungs clinical psychology certain questions that Latours approach, more strictly sociological, does not allow. After exposing the conceptions of Latour, Tarde and Nathan, the present work pointed out the elements of the Analytical Psychology that, assumedly, were compatible with those conceptions. This author came to see that, notwithstanding the differences, there are many similarities between Analytical Psychology and ANT. It was found out that the Jungs conception of a multifaceted psyche, in becoming, made up by components that relate to each other in different ways, shows to be comparable to the notion of the actor-network developed by Latour, and to Tardes monadology. This author concluded as well that the pragmatic and constructive approach identified in Jungian psychotherapy is in many aspects analogous to the practice of ethnopsychoanalysis. Therefore, it was possible to state that ANT and Analytical Psychology may go along as allies.